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Co-creating Success Criteria in Primary, Junior, and Intermediate Classrooms

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paulette alcox

on 12 November 2013

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Transcript of Co-creating Success Criteria in Primary, Junior, and Intermediate Classrooms

When students know that there are no additional opportunities to succeed, they frequently take teacher feedback on their performance and stuff it into desks, back packs, and wastebaskets.
-Reeves (2004)
When teachers join forces with their students in the formative assessment process, their partnership generates powerful learning outcomes.
Teachers become more effective, students become actively engaged, and they both become intentional learners.
-Moss and Brookheart, 2009, p.5
Unit Goal:
Over the next 4-6 weeks
Based on a cluster of specific expectations, possibly cross-curricular
Measured by ongoing formative assessment, and ultimately by culminating tasks- summative
Typically, a big idea focus or a unit goal
Two types of learning goals
Daily/ Lesson focus Goal:
aka “WALT” What are we learning today?
Based on a scaffolded step of the unit goal
Measured through formative assessment
(exit card/ observation/ conversation/ student product)
Content:
Clearly identifies what is to be learned
Linked to the curriculum document (I.e., overall and specific expectations, the achievement chart, process skills)
Connected to a meaningful big idea
Can be scaffolded into steps
Criteria and Requirements for an
Effective Learning Goal
Language:
Clear, concise
Student friendly, grade appropriate
Verbs describe specific, observable actions
Stated from a student perspective
Success criteria describe in specific terms what successful attainment of the learning goals looks like…
Teachers can ensure that students understand the success criteria by using clear language that is meaningful to the students and by directly involving them in identifying, clarifying, and applying those criteria in learning.
-Growing Success (2010), p. 33
Co-creating Success Criteria
The Good, the Bad and...
Uncover the criteria using good examples and bad examples
Example #1
Example #2
Example #3
Example #4
Tap into the existing knowledge
Uncover the criteria by discussing what they already know or what they have learned at the end of an experience.
Use an existing rubric/ checklist
Students re-phrase the criteria in their own words or ask clarifying questions.
http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?movieID=18
Next Steps You identified...
Questions you identified...
What strategies can I use in my classroom to unpack the exemplars?
Criteria for effective learning goals:
Content:
Identifies what is to be learned
Linked to overall and specific expectations
Connected to a big idea
Can be scaffolded into steps
Language:
Clear, concise
Student friendly, grade appropriate
Verbs describe specific, observable actions
Stated from a student perspective
Criteria for effective Success Criteria
Students can hit any target they can see and that holds still for them! ( Stiggins, pg. 129)
Providing Descriptive Feedback
What feedback would you provide the student who created...
What next steps would you suggest?
What does research tell us about descriptive feedback?
Lucy West
https://curriculum.adobeconnect.com/_a59783387/lucywest
Paul Black
Sue Brookhart
Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils.
The giving of marks and the grading function are over-emphasized, while the giving of useful advice and the learning function are under-emphasized.
Inside the Black Box, 2001
For feedback to have maximum effect, students have to be expected to use it to improve their work and, in many cases, taught how to do so. This is where student self-assessment and goal setting become part of the package.
-Saphier et al ( 2008)
Praise addressed to students is unlikely to be effective, because it carries little information that provides answers to any of the three questions: Where am I going? How am I going? and Where to next?, and too often deflects attention from the task.
-Hattie & Timperley (2007)
A major role for teachers in the learning process is to provide the kind of feedback to students that encourages their learning and provides signposts and directions along the way, bringing them closer to independence.
-Earl (2003)
Feedback can be the information that drives the [formative] process, or it can be the stumbling block that derails the process.
-Brookhart (2008)
In giving students effective feedback, you have modeled the kind of thinking you want them to do as self-assessors.
-Chappuis (2005)
It’s the quality of feedback rather than its existence or absence that determines its power.
-Stiggins et al (2004)
Feedback Tracking Sheets
The Daily CAFE website
Gail Boushey and Joan Moser
EduGains
"Student Led Conferences" Webcast
Literacy and Numeracy Secretariat
Grade 7 Art Task
Grade 5 Social Studies Task
Grade 2 Science Task
Learning Goal: We are investigating how creative problem solving in ancient times has impacted our lives today.

Task: Design a museum display for an ancient artifact that reflects creative problem solving and that impacts our lives today.
Learning Goal: We are solving mysteries of animal changes by asking deep questions and finding clues.

Task: As a team, write a list of questions you will need to ask the visitor to learn about how caterpillars become butterflies.
Content:
Describes what successful achievement of the learning goal will look like
Includes a quality for judgement
Language:
Clear, concise
Student friendly, grade appropriate
Verbs describe specific, observable actions
Stated from a student perspective
Requirements vs. Criteria
AFL Across the Curriculum
How do I know it is done well?
How do I know it is done?
Requirements
Criteria
Learning goal: We are learning to communicate ideas and feelings through the use of the elements of design in art works.

Task: To create a personal logo design that reflects your personality.
The purpose of providing feedback is to reduce the gap between a student’s current level of knowledge and skills and the learning goals.

Descriptive feedback helps students learn by providing them with precise information about what they are doing well, what needs improvement, and what specific steps they can take to improve.
Growing Success, 2010, p. 34
Ongoing descriptive feedback linked specifically to the learning goals and success criteria is a powerful tool for improving student learning and is fundamental to building a culture of learning within the classroom.
-Growing Success, 2010, p.34
Butler and Winnie’s (1995) research review showed that both external feedback (such as teacher feedback) and internal feedback (such as student self-evaluation) affect student knowledge and beliefs. Together they help students with self-regulation: deciding on their next learning goals, devising tactics and strategies to reach them, and producing work. Teacher feedback is input that, together with students’ own internal input, will help the students decide where they are in regard to the learning goals they need or want to meet and what they will tackle next.

Sue Brookhart,
Once students understand where they are headed, they are more likely to feel that they can be successful, can actually reach the goal....Students who have self-efficacy are more likely to persist in their work, and especially more likely to persist in the face of challenge....they also have a sense of control over their work and are poised to be strategic self-regulators.

Notice that it takes both an understanding of the learning target...and an understanding of the criteria for success to foster self-efficacy and self-regulation. If students understand the learning target but don't know what qualities will get them there, they are likely to feel discouraged.
-Sue Brookhart, 2009, p. 28f
Feedback provides students with specific strategies for next steps in their learning. Once students understand the next steps, they are more likely to take them. Knowledge is power...
Feedback increases students' autpnomy and persistence in their work by giving them the evidence they need to believe that they are, in fact, competent- and where they are not competenet, giving them the means to become so...
The next assignment may seem like an easier task for this student, one that she may feel will work out better for her, than it would have been if the teacher had simply disapproved of the work and not provided feedback.
Sue Brookhart, 2009, p. 48
Goal setting helps foster student motivation tolearn by focusing atudents' attention on the gap between where they are and where they are heading.
The three main phases of goal setting- setting the goal, selecting the strategy, and assessing performance- keep students "metacognitively, motivationally, and actively engaged... in their own learning process."
-Sue Brookhart, 2009, p. 64,
citing the work of Zimmerman, 2001
Self-evaluation contributes to self-efficacy, because it gives students a means by which they can accomplish goals by observing and interpreting their own performance....
They are actively engaged in collecting and interpreting assessment information. Information about their own progress helps them set more realistic amd attainable goals for continuously raising achievement.
-Sue Brookhart, 2009, p. 82
1. What might the success criteria be?

2. Think of 3 authentic opportunities for students to "practice" applying the criteria.

3. What forms might the feedback take?

Using co-created work as the exemplars
Using mentor texts as the exemplars
Using anonymous student work as the exemplars
Using authentic examples as the exemplars
Using modeled teacher work as the exemplar
Why does it work?
Why does it work?
Why does it work?
Why does it work?
How do we encourage our students to "own" or reflect on the exemplars so they are more likely to transfer the characteristics to their own work?
Think alouds
Venn Diagrams
Thumbs up/down and justify
Sort/ rank and justify
Placemat
Ranking Ladder
Value Line
Students need to "own" the success criteria
Teachers need to limit the criteria.
General
Descriptive
The criteria list can be used to judge the quality across similar tasks. You can use the same list for different assignments.
Includes enough language to explain the characteristic or quality for judgement
Student Self- Assessment
Can primary students reflect on how well they have transferred the criteria to their own work?
Applewood School
"The principal goal of education is to create individuals who are capable of doing new things, not simply of repeating what other generations have done."
J. Piaget
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